Abstract - OBJECTIVES: To determine how SPSS can be a useful tool to evaluate Course Learning Outcomes and analyze student's performance with the help of KS test, histogram and skewness of the tool. It is also contributing to facilitate Deep learning amongst students with the help of achievement of normal distribution of grades.METHODS: Comparative analysis is done using course specification, syllabus, assessment method(Final Exam Question paper is taken as tool) and result statistics for the course of STATISTICAL PROGRAMMING (217 CSM), 3rd year (level 5 course) that is part of BCS curriculum in department of Computer Science, College of computer Science in King Khalid University. Teaching strategies are compared for two years. i.e; 2013 and 2014. Moreover the research inferences the relevance of application of NCAAA standards in meeting Learning outcomes of any module for department of Computer Science, CCS, KKU. RESULTS: Comparison of question papers depict that now students are motivated to have deep learning in terms of understanding, solving, reasoning based questions as contrast to shallow learning (memorized questions) in the past. It is indeed improving Learning domains too (Knowledge, Cognitive, Interpersonal and Communication skills) more effectively than in the past. Also grade distribution is Normal with well-defined curve for 2014 as compared to 2013 having variation in Standard deviation too. Teacher centered learning lead to surface learning. After NCAA standards implementation, there is more focus on learned centered teaching. Design of learning assessments is in such a way that it should meet learning outcomes successfully.CONCLUSIONS:The research is contributing in flourishing the personality of the students to produce qualified graduates with excellence in communication, logically and technically capable enough to share their knowledge nationally and internationally with much more confidence at any platform. Also it is opening door for researchers to evaluate their performance with the help of SPSS in academics or anywhere where we want to gather.

1. Integrated Intelligent Research (IIR) International Journal of Computing Algorithm
Volume: 05 Issue: 01 June 2016, Page No. 12- 16
ISSN: 2278-2397
12
SPSS:An Effective Tool to Compute Learning
Outcomes in Acadamics
Sehrish Aqeel
Computer Science Department, King Khalid University, Abha, Kingdom of Saudi Arabia
Email: sehrishaqeel.kku@gmail.com
Abstract - OBJECTIVES: To determine how SPSS can be a
useful tool to evaluate Course Learning Outcomes and analyze
student's performance with the help of KS test, histogram and
skewness of the tool. It is also contributing to facilitate Deep
learning amongst students with the help of achievement of
normal distribution of grades. METHODS: Comparative
analysis is done using course specification, syllabus,
assessment method(Final Exam Question paper is taken as
tool) and result statistics for the course of STATISTICAL
PROGRAMMING (217 CSM), 3rd
year (level 5 course) that
is part of BCS curriculum in department of Computer Science,
College of computer Science in King Khalid University.
Teaching strategies are compared for two years. i.e; 2013 and
2014. Moreover the research inferences the relevance of
application of NCAAA standards in meeting Learning
outcomes of any module for department of Computer Science,
CCS, KKU. RESULTS: Comparison of question papers
depict that now students are motivated to have deep learning in
terms of understanding, solving, reasoning based questions as
contrast to shallow learning (memorized questions) in the past.
It is indeed improving Learning domains too (Knowledge,
Cognitive, Interpersonal and Communication skills) more
effectively than in the past. Also grade distribution is Normal
with well-defined curve for 2014 as compared to 2013 having
variation in Standard deviation too. Teacher centered learning
lead to surface learning. After NCAA standards
implementation, there is more focus on learned centered
teaching. Design of learning assessments is in such a way that
it should meet learning outcomes successfully.
CONCLUSIONS: The research is contributing in flourishing
the personality of the students to produce qualified graduates
with excellence in communication, logically and technically
capable enough to share their knowledge nationally and
internationally with much more confidence at any platform.
Also it is opening door for researchers to evaluate their
performance with the help of SPSS in academics or anywhere
where we want to gather.
I. INTRODUCTION
King Khalid University commits to providing relevant
academic environments for high-quality education, conducting
innovative scientific research, providing constructive
community services, and maximizing the employment of
knowledge techniques. According to program objectives of
King Khalid University, College of Computer Science has
defined that our graduates are able to
 Continue their higher studies and scientific research to
analyze and solve complex problems in the field of
computer science.
 Design, develop and test the solutions using contemporary
technologies with full participation in profession and
society.
 Communicate effectively in their work environment with
multidisciplinary team for their lifelong learning, ethical
and professional development.
 Participate in national mission through technical expertise,
leadership and entrepreneurship.
Domains under NCAAA standards are as follow:
(A) Knowledge
(B) Cognitive skills
(C) Interpersonal skills and responsibility
(D) Communication, information technology and numerical
skills
These domains are mapped with Program Learning outcomes
as shown below:
Each course must contribute to achieve PLO in terms of
different domains. Research is concentrating on one of
Computer Science curriculum course that is being taught in
level 5, 3rd Year of Bachelor Program; it is 217CS (Statistical
Programming).Final term paper is taken for evaluating
assessment method. Paper is divided into 3 sections.
PART I
Objective questions like Fill in the blanks, Choose the correct
answer, Match the following or True or False. Any two of the
above mentioned question types will be included. Maximum
marks for each question is 1 mark
PART II
Short answer questions like Definitions, Differentiation, simple
calculations, block diagrams
PART III
Detailed answer questions like Programs,
Algorithms, Problems, and Explanations (based on the
objectives of the subjects)
Same parts are seen in exam paper of both years except two
changes.
 There are more reasoning based questions in 2014.
 Distribution of marks is more uniform in 2014 as shown
below:
Chapter names are taken from syllabus and total marks of this
paper is 50.
II. METHODOLOGY
The course 217CS is about modern, computationally-intensive
methods in statistics. It designed to teach the fundamental
concepts of statistical methods. The course is geared toward a
computer science audience. It emphasizes the role of
computation as a fundamental tool of discovery in data
analysis of statistical inference which includes descriptive
statistics, regression, correlation and probability. It focuses on
the aspects that are specific to Computer Science applications

2. Integrated Intelligent Research (IIR) International Journal of Computing Algorithm
Volume: 05 Issue: 01 June 2016, Page No. 12- 16
ISSN: 2278-2397
13
on through the implementation of statistical tool such as SPSS.
Following Course Learning Outcomes have been constructed:
Chapter Chapter Names q1
a
q1
b
q2 q3 T6
8
1 Definition -
Applications - Types -
data classification
1.5 1.5 5 8
2 Data visualization 3 5 8
3 Descriptive Measure -
Individual Data
0.5 2.5 3 6
4 Descriptive Measure -
Group Data
3 5 8
5 Correlation 0.5 2.5 3 6
6 Regression 2.5 0.5 3 6
7 Probability 3 5 8
Course Learning Outcomes
1 Define the statistical terms and its measures
2 Describe the procedure to compute descriptive statistical
measure
3 Recognize the applications of Statistical measure
4 Compare data using descriptive measures
5 Analysis the data relationship using correlation
6 Predict the variation using regression
7 Measure the probability of an events
8 Demonstrate the procedure to compute statistical
measure using statistical software tool (SPSS)
The National Qualification Framework provides five learning
domains. Course learning outcomes are required. Normally a
course has should not exceed eight learning outcomes which
align with one or more of the five learning domains. Some
courses have one or more program learning outcomes
integrated into the course learning outcomes to demonstrate
program learning outcome alignment. The program learning
outcome matrix map identifies which program learning
outcomes are incorporated into specific courses. NQF and
CLO are embedded for 217CS as follow:
Mapping of CLO with PLO is shown in given matrix:
Map course LOs with the program LOs. (Place course LO #s
in the left column and Program LO #s across the top.)
Cour
se
LOs
#
Program Learning Outcomes Use LOs Codes
a
1
a
2
b
1
b
2
b
3
b
4
c
1
c
2
c
3
c
4
d
1
d
2
1 
2  
3  
4 
5 
6 
7 
8 
NQF Learning Domains
And Course Learning
Outcomes
Course
Teaching
Strategies
Course
Assessment
Methods
1.0 Knowledge
1.1
Define the statistical
terms and its measures
Lecture
and
Laboratory
Exam ,
Assignment
1.2
Describe the procedure to
compute descriptive
statistical measure
1.3
Recognize the
applications of Statistical
measure
2.0 Cognitive Skills
2.1
Compare data using
descriptive measures
Lecture
and
Laboratory
Exam ,
Assignment
2.2
Analysis the data
relationship using
correlation
2.3
Predict the variation
using regression
2.4
Measure the probability
of an events
3.0 Interpersonal Skills & Responsibility
4.0
Communication, Information Technology,
Numerical
4.1
Demonstrate the
procedure to compute
statistical measure using
statistical software tool
(SPSS)
Lecture
,Lab
Exam
5.0 Psychomotor
5.1 NA

3. Integrated Intelligent Research (IIR) International Journal of Computing Algorithm
Volume: 05 Issue: 01 June 2016, Page No. 12- 16
ISSN: 2278-2397
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Research has analyzed Syllabus and Course Specification of
two Years with Domains of Learning and Assessment method.
Final Exam question paper is assessed for two years and
relationship is find out that whether assessment method has
contributed in achieving CLO in terms of Domains of Learning
or not. Result statistics is collected for these two years and
relationship is drawn that what change has occurred in these
two years in terms of grades, percentage of passing students
and is the grades normally distributed or not with the help of
histogram, skewness and KS test.
III. EXPERIMENTS AND RESULTS
SPSS 17 various is used to collect data of two years and then
perform various testing techniques on it.
For 2013, total number of students were 111. According to data
, these are the result statistics in terms of grades:
No. of Students % Pass A B C D F
111 99.10 10 44 40 16 1
For 2014 total no. of students were 100. According to data,
these are the result statistics in terms of grades:
No. of Students % A B C D F
100 91.84 15 24 25 26 10
As we can see graph, 2013 has shown less variation as
compared to 2014. Now we will evaluate skewness of data
using SPSS. Skewness is used for testing the assumption that a
metric variable is normally distributed or not. In addition to
visual inspection, we can calculate summary statistics that
measure skewness. For Skewness measure, a perfectly normal
distribution should return a score of 0. Otherwise: A positive
skewness value indicates positive (right) skew; a negative
value indicates negative (left) skew. The higher the absolute
value, the greater the skew. We are getting these results of
skewness:
As we can see, 2013 is having positive skewness and 2014 is
having negative skewness but in both cases we are getting
value higher or lower than 0, it means we are not having
normal distribution. This is confirmed by visual inspection of
the histogram of the same data shown below. This is a rather
crude test as it is affected by the size of the sample so it should
always be complemented by visual inspection.
In 2013, curve is not normally distributed having standard
deviation of 0.879. In 2014, we are getting following result
indicating well defined curve as compared to 2013 with
standard deviation of 1.228.
This distribution can be more strengthened with Kolmogorov-
Smirnov test.The Kolmogorov-Smirnov test is used to decide
if a sample comes from a population with a specific
distribution.The Kolmogorov-Smirnov (K-S) test is based on

4. Integrated Intelligent Research (IIR) International Journal of Computing Algorithm
Volume: 05 Issue: 01 June 2016, Page No. 12- 16
ISSN: 2278-2397
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the empirical distribution function (ECDF). Given N ordered
data points Y1, Y2, ..., YN, the ECDF is defined as
EN=n(i)/N
Where n(i)is the number of points less than Yi and the Yi are
ordered from smallest to largest value. This is a step function
that increases by 1/Nat the value of each ordered data point.
For 2013 and 2014, we have following distribution using KS
test:
Result indicates that in both years, by evaluating 'Z' value is
greater than 0.05 so we would accept the null hypothesis that
the data come from a normally-distributed population. If we
compare 'Z' value of two years, 2013 is having higher value
than 2014 strengthening our result that in 2014 grades are
distributed uniformly as compared to 2013.
IV. DISCUSSIONS
As skewness shows, for 2013 it is 0.184 and for 2014 its
showing -0.12. Skewness result can be positive or negative
skewness reflects that data variation from normality is not too
extreme. In histogram curve is quite clearly curved with
std.dev of 1.228 for year 2014 as compared to 2013 where std.
dev is 0.879. It reflects 2014 as shown clear curve with all
grade distribution. Under PLO and Course specification, it has
motivated more deep learning as we can see from kind of
assessments too. If the results of either test are significant (e.g.
p <0.05) rejecting the null hypothesis means rejecting the
assumption of normality for the distribution. But here result
indicates value >0.05, that why we can say that data is
normally distributed.
V. CONCLUSION
Research has analyzed result of two years using SPSS. How
CLO were mapped with PLO and their relationship with
teaching strategies and assessment methods is find out. In 2014
we find Normal distribution more clearly as compared to 2013.
So we can say that SPSS is the most effective tool to find out
variation of data in academics. We have finalized the results
using KS one sample test for 2013 and 2014 grades in 217CS,
histogram of both years and skewness to check variability of
data. So CLO are more effectively achieved in 2014.
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